Efnisyfirlit

• Coverpage
• Half title page
• Title page
• Copyright page
• Dedication
• Contents
• Foreword
• Contributors
• Introduction
• Part 1
  • Chapter 1 What is early childhood education for sustainability and why does it matter?
    • This book’s purpose
    • Why this book is important
    • What is sustainability and why does it matter?
    • Young children and sustainability
    • What is education for sustainability (EfS)?
    • A role for early childhood education for sustainability (ECEfS)
    • Final thoughts: Children’s rights in the age of (un)sustainability
    • Conclusion
    • References
  • Chapter 2 Children in the natural world
    • Introduction
    • Nature as a human construct and evolving human–nature relationships
    • Nature: A critical element in children’s health, wellbeing and development
    • The argument supported by pedagogy
    • Drawing links between children in nature and EfS
    • Conclusion
    • References
  • Chapter 3 Leadership for creating cultures of sustainability
    • Introduction
    • Part one: The context
    • Part two: Leadership matters
    • Conclusion
    • References
  • Chapter 4 Practical possibilities and pedagogical approaches for early childhood education for sustainability: The Kenmore West story
    • Introduction
    • My philosophy
    • Teaching and learning possibilities and practices
    • Teaching and learning to connect with nature/community
    • Sustaining sustainability: Whole-centre organisation and management possibilities
    • Conclusion
    • References
    • Appendix 1: Risk–benefit assessment for creek excursion
    • Appendix 2: Parent guidelines for creek excursion
    • Appendix 3: Professional organisations that support ECEfS
    • Appendix 4: Useful websites
  • Chapter 5 Ethics and pedagogy at the heart of early childhood education for sustainability
    • Introduction
    • Ethical principles for ECEfS
    • Unpacking the four ethical principles
    • ECEfS pedagogies
    • Conclusion
    • References
  • Chapter 6 Reconciliation and early childhood education for sustainability: Broadening the environmental paradigm
    • Introduction
    • Reconciliation and sustainability
    • Reconciliation in ECEfS: Complexities and cautions
    • Conclusion
    • References
  • Chapter 7 The world is getting flatter: ICT and education for sustainability in the early years
    • Introduction
    • ICT and the 21st-century child
    • ICT and EfS
    • Conclusion
    • References
  • Chapter 8 Healthy and sustainable environments for children and communities
    • Introduction
    • The changing ecology of childhood and its impact on health and wellbeing
    • Growing healthy children – what it takes
    • Promoting health in schools and early childhood settings: Better health, better learning
    • Natural environments and children’s health and wellbeing
    • Child-friendly cities and transition towns
    • Conclusion
    • References
  • Chapter 9 Food first: Beginning steps towards children’s sustainable education
    • Introduction
    • Food first
    • Children’s food learning with educators and families
    • Conclusion
    • References
  • Chapter 10 Early learning for sustainability through the arts
    • Introduction
    • Sustainability and the arts – the big picture
    • Start with yourself – what are your attitudes to the arts and sustainability?
    • The arts and sustainability working together in practice
    • Conclusion
    • References
  • Chapter 11 The children’s environment project: Developing a transformative project approach with children in a kindergarten
    • Introduction
    • Background
    • Phases of the environment project
    • After the project
    • My reflections on the project: Developing the Transformative Project Approach
    • Conclusion
    • References
• Part 2
  • Chapter 12 Caring for oneself, others and the environment: Education for sustainability in Swedish preschools
    • Introduction
    • Preschools in Sweden
    • EfS in Sweden
    • The egg project – a case study
    • Conclusion
    • References
  • Chapter 13 Beyond traditional nature-based activities to education for sustainability: A case study from Japan
    • Introduction
    • Environmental education in Japan
    • Nature education in early childhood in Japan
    • Redesigning nature-based activities for sustainability
    • Conclusion
    • References
  • Chapter 14 Education for sustainable development in early childhood in Korea
    • Introduction
    • Education for sustainable development (ESD) efforts in Korea
    • The Maebong Park Project as an example of early childhood ESD in Korea
    • Issues/challenges for ESD in early childhood in Korea
    • Conclusion
    • References
  • Chapter 15 Early childhood education for sustainability in the United Kingdom
    • Introduction
    • Early childhood education (ECE) in the United Kingdom
    • Where to from here for ECEfS?
    • Conclusion
    • References
  • Chapter 16 Using research and a systems approach to mainstream change in early childhood education for sustainability
    • Introduction
    • Creating change within ECE: The role of research
    • Practical research strategies for ECEfS
    • Creating system-wide, sustainable change within ECE
    • Conclusion
    • References
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu